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I would like to implement a group project where students investigate a real-life topic (e.g., sustainability or social media use) and create a final product such as a video or presentation. They would work in small groups, تقسیم tasks, and collaborate both in class and online. What I expect to work well is student engagement and teamwork, while possible challenges could be unequal participation and time management. To improve this, I would include clear roles and regular check-ins.

Regarding my colleagues’ projects, I like ideas that connect learning with real-life contexts and promote creativity. As a suggestion, I would recommend adding more structured roles or reflection activities to ensure all students are actively involved and aware of their learning process.

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How do you feel today??? Share your emotions in one word

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How do you feel today??? Share your emotions in one word

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I done eye yoga and it was relaxing and calm,I recommend you guys to do eye yoga too,if you watch the screen too long ur eyes will get tired so make sure to not look at your screen for too long,Bye guys!!!

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these all look bad i'd give u all f's

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Iraq I went there and had fun it was fun seeing my grandpa and my cousins and we went to the restaurant and we had a lot of fun.

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Iraq I went there and had fun it was fun seeing my grandpa and my cousins and we went to the restaurant and we had a lot of fun.

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I had Comenius projects, where students worked in groups and created touristic brochures, translated in English different traditional stories, etc. Also, I use smaller projects with my students, like creating a business, promoting  ecotourism posters, brochures, etc.

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Starting a local magazine

Situation

You and your partner have decided to start a magazine for young people in your school or your local area. Neither of you has done anything like this before, so you decide to get a team together to work on the project with you. Before you begin, you need to make some decisions.

Read this situation, and then discuss the questions in pairs.

a Who would you like to read the magazine – students, children, adults, older people?

b What are you going to put in your magazine – stories, news, pictures, facts, jokes, reports on sports, films, politics, books?

c How often is it going to be published – daily, weekly or monthly?

Students have voice & choice of the jobs they would like to do:

Editor, Writer, Illustrator, Photographer, Designer, Business manager

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arkadaşGTE GRUPLAR HALİNDE ÇALIŞIYORUZ

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Bülent Yavuz Çelik
Assigning different animals to each 3-student-group,making them research online of their at least 5 features with one student finding and reading,other one writing and the third one reading it aloud before the class,I told them to choose one as a spokesperson and read the info aloud.The spokesperson is the one who thinks he / she reads and pronounces the worst,this activity made them think everone worths something and the main point is to do the task other than the little mistakes.

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Bülent Yavuz Çelik
Assigning different animals to each 3-student-group,making them research online of their at least 5 features with one student finding and reading,other one writing and the third one reading it aloud before the class,I told them to choose one as a spokesperson and read the info aloud.The spokesperson is the one who thinks he / she reads and pronounces the worst,this activity made them think everone worths something and the main point is to do the task other than the little mistakes.

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My students have done group work on human action and the environment, where they must think about the wrong attitudes of human beings.

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Angela, Italy 
I have not yet implemented a similar project. I'd like to do an interview "impossible" to a historical figure. Each group chooses a character, search information on the Internet, prepare questions, choose the character and who interview. Then pupils do the interview, with its video. 
Hi everyone!

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Angela, Italy 
I have not yet implemented a similar project. I'd like to do an interview "impossible" to a historical figure. Each group chooses a character, search information on the Internet, prepare questions, choose the character and who interview. Then pupils do the interview, with its video. 
Hi everyone!

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My new project intends to investigate, by giving voice to students, different school systems and the use of free time in relation to sport, music, film preferences, video games, dressing style, food. We'll see what kind of challenges we meet in the course of the project.

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Numa das escolas onde lecionei, as turmas tinham 2 horas de projeto por semana com 6 professores distintos. Sendo três dos professores das áreas das ciências  e os outros três das línguas. No início do ano todos os professores ajudaram a escolher um tema em que as suas disciplinas participariam. O tema da minha turma foi "Porque a Lua parece um queijo suíço", como motivação foi visualizado um filme, foram feitas várias experiências. Por exemplo, a simulação do impacto de um meteorito na superfície lunar, feitas medições, gráficos. Os alunos realizaram um portfólio e preparam uma apresentação para a comunidade escolar.

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I had Comenius projects, where students worked in groups and created touristic brochures, translated in English different traditional stories, etc. Also, I use smaller projects with my students, like creating a business, promoting  ecotourism posters, brochures, etc.

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Usually, I give my students work that combines enough knowledge / tools that have been taught. For example, they have to describe their favorite writer: name, year of birth, his childhood, how he began to write, his first work, most important works. Each group has to find information and pictures. Then they have to make a presentation and present to the whole class the person they choose and why.

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In my school the students identified the themes they want to study and then in groups work in order to solve the problems, looking for the strategies that can be best for them to use. The projects may end with a power point presentation or a theater or any other way they find as good to communicate with their peers

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I worked simpler and smaller projects.

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A group work my students were envolved was to study cancer and types of this desease. They started from a #real# situation and working on groups they had to explore a type of cancer. They were very accurate on the scientific knowledge and plagiarism was veryfied in orther to check the final work.

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I applied the class to an equal number of classes. Then I divided the classes into an equal number of groups, then I showed them pictures about space, for example planets, celestial stones, comets, galaxies etc. Then I told the children if you had a friend in space and if he was not a toy he would design a toy for him. The students also agreed with a brainstorming immediately. I also gave them the play dough. Then they drew a picture of the toy they designed. Then they made the prototype with the play dough. Last they introduced the toy to the other groups.

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I usually do group work. In one of these studies the students were challenged to perform a statistical study that allowed to compare two variables. For example interne classification the exam classification biology and geology. A guide was given to the students with some guidelines on how to do the work, contents to be addressed, timing of the steps to be taken and date for delivery and presentation. The students were part of the work in the class where they can clarify doubts with the teacher. Another part was extra class, allowing to adapt the work to the rhythm of the students, to use the new technologies, to collaborate and to develop the creativity.

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Last year my students worked on the "Milk Carton Robot" project. It was a group work, the students used BBC micro:bit and the materials from the https://makecode.microbit.org/projects/milk-carton-robot page

The final product of each group was the milk carton robot created using their own materials. Each group showed their work to the whole class. This project was a part of the eTwinning project "Robotic Challenge" and we showed our robots to partners from Turkey during a videoconference. Students from Turkey showed us their product (robot), made with Arduino.

https://twinspace.etwinning.net/45585/pages/page/309264

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I gave my students chemical life hacks topics in their own life. And want them to take video with their topics. After finish the videos, we watch them in the classroom and we disscus about them

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On the kindergarten website, we have a group where I put tasks to work for children. I also engage my parents.

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I have already carried out and implemented group work in one of my eTwinning projects "Historic Route Georeferenced by the Regional Heritage". The development of projects "open the door" to collaborative work, debate and awareness of other realities. So we find similarities and differences with our partners in other countries. It was a formative and integrative project of all the disciplinary knowledges that allowed the students to know the culture and heritage of the region in which they lived and that was also a motor of development of the local economy, through the valorization of its historical wealth and built heritage, material and immaterial, integrating here the traditions and oral expressions, including the language as a vector of immaterial cultural heritage, covering all expressions related to proverbs, riddles, stories, packing rhymes, legends, myths, songs, prayers, songs, dramatic performances that transmit knowledge, values ​​and a collective identity memory, having the practice of sports (walking, jogging, mountain biking, cycling, trail running etc) as a backdrop;

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I have been working on group projects for many years, I have encountered many difficulties because no teacher worked with this methodology. They have helped me with the results achieved by my students and the fact that my work has been selected as a good practice
https://www.ohchr.org/Documents/Publications/CompendiumHRE.pdf

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I organize group working but I don’t call them projects. With 3rd grades, when we learn effects of force I made them produce a windmill. We talked about force and uses in daily life, then they search daily uses of effects of force. To produce energy, they chose windmills to search. They searched windmill’s uses, shapes, where they are etc. and they design their own windmills. We made a circle time too for group work and evaluate in different ways their windmills. Challenge was that they’ve never done group work together and they didn’t know their best friend works how in a group work.

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I organized a group project, but in psychology intervention (as a scholl psychologist)

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I organized a group project   during the teaching of particle physics to primary students.Students made amazing models of the detector CMS.

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In certain classes yes, however usually under an eu programme or an e-twinning project.

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We had online book club with different tasks in online surrounding. It was interesting, but students preferred live meetings.

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I want to do a project about the colors in nature with my class. For this I want to prepare a video that shows the color of all the plants that are in my class. I will classify the class into groups and set the "set color" activity. My students can make theaters with free clothes. They can load sounds that express colors with the sound of colors. Who knows, maybe it's at the entrance to physics. Like frequency and wavelength. If it is thought that this is done for the first grade elementary school students, it will be very enjoyable.

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I haven't implemented a collaborative project yet, but I would really like to. We use text books for teaching Science (my subject) which restricts us quite a lot. So I would like to start by trying a few "mini projects", cutting out part of the material/exercises of the unit of, say, the water cycle and using the time to do a mini project which lasts just 2 or 3 days. I think that could be a good way to start when you have no experieence in PBL.

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I organızed a group project for my english course. ıt was about space and planets. I found a song about the planets. I gave a planet name the students ands he part related part of the song. At the end they mixed the parts and sang the song together. It was a cool

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We tried to work in a project but unfortunately we do not have enought opportunity.

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I divided my students into groups of 5-6 and picked famous dishes of a region in Turkey and they studied the subject.told the famous ones in the class, chose one of them, cooked together and recorded a video of the process of cooking. the disadvantage was to meet students at one's house and parents weren't happy with that much and some of them were very shy about being on the video.

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Despite looking to have students work in groups to do research work (with a guideline provided by me) or to solve problems, I have never been able to truly implement a project work methodology. I hope this is the next step I need to take to make lessons and learning mathematics more interesting for students.

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We tried to work in a project, but the groups, had their tasks and worked at home.

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ı use collaboration learning strategies in my class, but they are simple project,ı actually getting ready a twinning project abaut cycling,

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ı use collaboration learning strategies in my class, but they are simple project,ı actually getting ready a twinning project abaut cycling,

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Unfortunately we don't have enough technological devices to do such a project. But I'll be very happy to imply such an interesting project like this one o my teaching.

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My students reorded video about their  feeling and emotion.They shared the responsibilities.First they decide the senerio and the lines.They came together after school and used a lot of different spaces. They were supposed to upload the vıdeos on twinspace but some parents didn't want it so I had to upload them.
The challenges that faced with is that some of the students think that is a time wasting.They care about the big high school exam of course I cant blame them.And technological devices are missing in our school we have an ICT lab but the networking is too slow.

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we did a project about the school vegetable garden. Pupils were divided in groups of 4 for the whole project which we did in our science and English classes. We did different activities, like scavenger hunts in the garden to  learn the vocabulary and structures needed and they had to investigate what vegetables would grow well in our town. To find this out, they interviewed members of their families who had vegetable gardens or family friends, and compiled a video about wht they thought they should plant and why. There was a whole class debate about the final list of plants we should plant, and then we panted them and observed which ones did best. They then compiled a class book giving advice on what plants to grow and how to take care of them.

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Yes, with an interdisciplinary activity on healthy eating (good breakfast at school) we are organizing a collaborative learning activity. The only and big handicap is given by the absence in the computer classrooms and Lim. We ask students to use their mobile phones for research, we take photocopies and use the traditional whiteboard. This lack of technology in our school prevents us from activating a real collaborative learning .... From the poor, we try!

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1-Collecting the information on the knowledge.2- Attention drawing step- - Determining the learning method.4- Joint identification of the formal and informal learning steps. 5- Presentation of information or sharing of learning logs and opening them to peer evaluation.6-We have prepared the application scenarios where information is used to solve problems in daily life. I announced to my students that there is a short film competition about energy efficiency through the padlets and social media. I also mentioned that the study could be transformed into new approaches on energy efficiency around the world. We prepared movies and we look forward to participating in the competition.  I have used PBL and cooperative learning

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I am implementing an interdisciplinary activity on healthy eating (a healthy snak at school) in cooperative learning. The main problem is the lack of tablets and a lim. The students can use the mobile to do the research. We will bring paper materials and us the traditional blackboard. The lack of technology in our school prevents the implementation of effective cooperative learning.

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I used a drama in order to make my students practise different vocabulary subjects.

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I have prepared a group projects with my students about different topics such as: Internet Safety, Maths Challenge in the Kitchen, Math Everywhere Around As, Fractals, Bridge of Mathematics, with a variety of real and virtual 3D digital products. We are so proud of being a partner in eTwinning projects, Math Coaching and The Pi Day.

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I had a project called Food Art:
creating stories and pictures from the Mediterranean diet.
Students did their research, interact and collaborated in deciding the way they worked and the drawings and stories they created.
They enjoyed the project!

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I did a project where my students had to explore various aspects and sights of London and then prepare a tourist guide of London. We then used what we learned to prepare a tourist guide of our hometown. The main challenge was the time it took us to do the project and of course finding ways to include all the children.

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this year in Life Science lesson we have the healthy foods topic. First i devided them into groups. Every group made shared responsibility to bring a bucket, soil and onion. after they brought the materials first they painted the buckets together,then we cut the onions and planted them to these buckets. After about 2 weeks onions grew up and studets gathered them and we made salad of our own plants. Mine is a 2nd grade class

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I have already carried out and implemented group work similar to the one described in the video in the scope of my subjects, since it is normal to work using this method, however students do not use so much technology because they do not have it available in school. For this we have to use the ICT room, when it is available, or the computers of the School Library.

Usually students are placed before a situation they have to solve. By identifying the specific situation, the aluons define the problem to be solved and the goals to be achieved. Students are divided into groups and move on to the research phase, using ICT and the resources available in the School Library. After this phase, each group develops a solution or possible solutions. After the presentation in the class, each group goes on to develop the solution. Finally, the testing and evaluation of the different solutions found

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My students are 5 and 6 years old.We prepared new year cards for their friends and teachers in one of our partner schools and sent them to their schools.
Our teacher and students at the other school also prepared new year cards for us and sent it to us.
We organized a webinar and the children met, giving their cards to each other and sharing new year wishes.
It was a good work that encouraged the feeling of curiosity, discovering new things and collaborating in children.

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I organized students in groups and they got a picture of a habitat. They had to brainstorm a species/organism that would be very well adapt to that habitat and also draw a picture of it. They also had to list the adaptations it had.

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NO, I Haven t prepared yet. I d like to prepare with10 th grades students. they ll search cultural heritage area. then some of them prepare an animation. one of them is explain the importance of places. while they can do this project they ll feel as a tour guide.

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I asked my students to use Movie Maker to create a video in which their recorded voices presented the review of a movie of their choice. It was a group work. Before creating a video, I obviously taught them ho to write a review.  The major challenge was the scarcity of technological equipment. In fact, they had to work partly at home and partly in class with their phones.

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My students themselves decide the project that want to prepare. for 2 weeks they brainstorm, search on the net, negotiate with each other. at the end of the period, they come up with an idea. one of them was shooting a video on folktales. they write the lines, provide the costumes ..etc. they work , enjoy and prepare the project in a colloborative way.

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I did a pen friend project with another school from Croatia and it was great

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I  have done many similar projects.
The students are presenting differents works, games and projects

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students in groups of 4 have to answer questions in soctrative. They have to find the answers on the whole school property and film everything. At the end they have to make a videoproject and publish this on a class Padlet

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In one of my eTwinning projects we collected materials about our favourite pets. We did some research in the school, then took photos and draw charts. Then we found similarities and differences with our partners in other countries.

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This year we are creating didactic board games with thematic questions on science and students are presenting very different works between them.

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I have done many similar projects with the students.
There are many possible challenges, it depends on the specific courses and students:
- It is possible that the students of Secondary School have settled down and have a passive attitude.
- there are more aspects to evaluate and the evaluation is more complex.
- Some people believe that the most important part of teaching is conceptual content.

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I have done many similar projects with the students.
There are many possible challenges, it depends on the specific courses and students:
- It is possible that the students of Secondary School have settled down and have a passive attitude.
- there are more aspects to evaluate and the evaluation is more complex.
- Some people believe that the most important part of teaching is conceptual content.

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A project about the healthy life style, using knowledge that students already know from Chemistry, English language and Math. They had to identify the main aspects of the healthy life by playing an online game using the English language, then they have identified the chemistry of the food we eat (vitamins, minerals, nutrients) and they they used Math skills to calculate the optimum amount of food they each need each day.

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Carmen Romero                               Last year my students worked on a project called “On holiday in the UK”. They had to imagine to travel to the UK and find the communicative strategies to cope with different specific situations like introducing themselves, asking for and giving directions, ordering food and drink... and contextualize it. They also had a problematic situation to solve. Since most of the work needed to be done at home, they were given the possibility to work individually or in groups that I had decided having into account their skills and attitudes. Most of them chose to work in groups. They could also chose the format (video, a comic strip, a poster, a power point…). In every group there had to be a research, design, text and communication expert. They had to fill in a logbook that would help them to record their work and feelings and help me on the assessment. They had fun and did great works that we showed their families at the end of it and they were very proud.

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Carmen Romero                               Last year my students worked on a project called “On holiday in the UK”. They had to imagine to travel to the UK and find the communicative strategies to cope with different specific situations like introducing themselves, asking for and giving directions, ordering food and drink... and contextualize it. They also had a problematic situation to solve. Since most of the work needed to be done at home, they were given the possibility to work individually or in groups that I had decided having into account their skills and attitudes. Most of them chose to work in groups. They could also chose the format (video, a comic strip, a poster, a power point…). In every group there had to be a research, design, text and communication expert. They had to fill in a logbook that would help them to record their work and feelings and help me on the assessment. They had fun and did great works that we showed their families at the end of it and they were very proud.

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I have worked in PBL, but we love working in collaborative!! We start and finish all the units with this metodology.

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I never prepared a group project similar to the one described in this video.
I would like to involve my students in a PBL where they can research and try to build a diffraction grating using everyday materials.

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I 've never done a Project yet but I am planning one about generating new games.

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As part of the Natural Sciences course, my 9th year students participated in the "Energy Efficient Vehicle" contest of the "FuturEnergia" program promoted by the European Union. For this contest students developed a project related to the fields of energy efficiency, climate protection and resource efficiency. This activity encouraged students to find out and propose a solution to the following scenario: "Design a vehicle that can travel with as little fuel as possible or using a renewable energy source." In this scenario, the students presented a project, which consists of a vehicle that uses a renewable energy source - the Sun. In addition to the description of the project, the students developed a miniature of their prototype, accompanied by a multimedia file, with a summary of all stages of project design.
In this project, the biggest obstacle was to develop in these students some skills to work in groups. It took some time, but it was well achieved, articulating the interests of each student and the programmed learning for the discipline of Natural Sciences. More interested students who previously had a high risk of dropping out of school saw their work recognized and awarded the first prize of the competition and the possibility of presenting their project to the European Parliament, in Brussels.

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Nowadays we are working on a project to create a board game with my cooking class students. We have prepared the project plan. Now they will search for lexis and language structures about cooking and food&beverage. Then they will prepare question cards, challenges, awards and punishments for the players. They will also turn it into a real board game.

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I  guided my students in my group work. They set a local village and apartments by using their science and math knowledge.

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I  guided my students in my group work. They set a local village and apartments by using their science and math knowledge.

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In my third class, learning is always structured in group work. Next week, each group, starting from the drawing in Geogebra of the square of a pair, will arrive at the algebraic formulation.

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I sit in groups in groups. In these activities we do in our classes, we make our plans with these groups. A student who will lead each group democratically selects students among themselves. I give them instructions for the event. After supplying the necessary materials, I give them the chance to complete the group work within the determined period. All groups offer successful outcomes. In this study, our biggest problem is to convince students who do not want to contribute. I make short conversations and involve them in the study.

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I have already and implemented group works similar to the one described in the video within the framework of eTwinning projects.I've planned and launched on the eTwinning Platform two projects so far after experiencing the valuable opportunities that this Platform offers by taking part in two projects. ETwinning motivates children, all of them, and those who struggle too, in ways that a traditional classroom can't. Finding collaboration partners outside the classroom is an exciting opportunity of PBL: the need to connect to real world takes the shape of a collaboration among classes from different schools and even from different countries.

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The group project was carried out with a 11th year class.

Context: Portuguese poetry of 19th Century, more precisely the poetry of Cesário Verde, a realistic poet and a precursor of Portuguese Modernism.  “O Sentimento dum Ocidental “ (The feeling of a western person), one of the longest poems of Cesário centered in a poetic description of  Lisbon by night, is composed of four parts.

Class size: four students per group

Time frame: 3 x 90m (90+90 to accomplish the task + 90m to share the conclusions in a large class discussion

Task: After the distribution of the different parts of the poem by different working groups, they were asked to create a Padlet. There they  would present their reading of the excerpt and other aspects considered important by each team work (music, image, photo, texts, …).

Vídeo: João Villas Boas reads the 1st part of Cesário Verde poem "O sentimento dum ocidental"

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O SENTIMENTO DE UM OCIDENTAL , Cesário Verde - João Villas Boas

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This year I took the leap
We are learning English with projects.
We have done some small projects and now we have started one big one. We are doing an eTwinning project on Climate Change.

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We are learning English with projects. Projects that will make us see the world, respect our differences, learn to work as a team, make us think!

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In my eTwinningProject "Didimliyiz Çevreciyiz". My students make a callender, use group work technic. This Project is related with environment so they used recycling materials.

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Integrated into an Erasmus project we (technical and pedagogical team) orientate the students to creat greeting cards. This project it was about the refugees subjet, with the purpose to promote social inclusion and integration, breaking the language barrier. The students produced their own cards and writted welcome words and/or frases in english and in other languages. They participated in this activity in groups of two.

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Catarina, Portugal                             I have prepared a project based on the story - The very hungry caterpillar. It started with the reading of the story in class and then, in group the class would prepare themselves to “live the story” retelling it their own way. In order to do that, in groups they were to be learning about different items like food they liked, healthy food and party food, the life cycle of butterflies, the origins of different butterflies and their features in terms of colours of the wings. As this was an intercultural approach, some groups should also find about some countries: country flags and colours, geography (identify the country on a map), typical food and typical popular/traditional song.At the end of the project they were to make their own story making an “open story” on an art work wall. Groups would present (read, act, sing …) and assemble all their work at a time and paste pictures, flags photos, etc on this wall. In an after-reading stage of the project they would retell the story using their own bugs and butterflies, they would write speech balloon and labels to close the project art work wall and show to it the school community.

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Catarina, Portugal                             I have prepared a project based on the story - The very hungry caterpillar. It started with the reading of the story in class and then, in group the class would prepare themselves to “live the story” retelling it their own way. In order to do that, in groups they were to be learning about different items like food they liked, healthy food and party food, the life cycle of butterflies, the origins of different butterflies and their features in terms of colours of the wings. As this was an intercultural approach, some groups should also find about some countries: country flags and colours, geography (identify the country on a map), typical food and typical popular/traditional song.At the end of the project they were to make their own story making an “open story” on an art work wall. Groups would present (read, act, sing …) and assemble all their work at a time and paste pictures, flags photos, etc on this wall. In an after-reading stage of the project they would retell the story using their own bugs and butterflies, they would write speech balloon and labels to close the project art work wall and show to it the school community.

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I never did a so completed project-based learning. I already make some challengers for my students,like searching for news about a theme, organized them, make a small commentary and present for the rest of the class.

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I made a project with my students about cooking. Firstly, they chose what they cook. then, they wrote the ingredients and recipe. Secondly, they cooked the meal with friends and also they recorded  the steps of cooking as videos. After that we watched the each groups of video in the class and we discuss the negatif and possitive ways like using proper words, gestures and mimics. I think it is so useful because my students learned the words about cooking very well.

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I and My students preapared project about Christmas traditions in Poland, Greece and Italy. they presented the differences and similarities. Students knew customs, food typical for Christmas. They develop the sense of responsibility and language skills.

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Unfortunately I haven't. But I would like to implement. Our next suject in 10th grades is quadratic equations. And I want to show some videos how it is used in real life situation and the students will investigate such situations in gruop work. Then they will choose a real life situation or create a real life problem that can be solved by quadratics. Then improve a product or solve the problem at the end of the project.

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We had a project that named "let the expert do it". As a technical based school we have asked common people how to do connections to a computer. we have prepared a flashmob activity at last part.

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Yes, I did. One of this projects was called “Our Haiku” and it was supposed that, based in  an Haiku poem (Japanese kind of poetry) created by the children themselves, they can create a soundtrack; a sonorous landscape, for the poem. So, at first, groups should research about Haiku and then write their own poem. Next, they worked around the sonorities of it, creating a score with non formal musical symbols. At the end of this process, groups had to perform their haiku for the other groups and, as a final task, they recorded it and I shared this final product in the school community.

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Well, the most similar project I've worked with my students was one about the compulsory reading book they hade to read. From year 3 to year 9, students must read a book which is usually chosen by me. Afetr working on the book all the classes had to present it to the whole school in an exihibit. So, they worked in pairs, once again, and wrote about the biography of the author, worked on the categories of the narrative and made a poster advertising it. In the end they had to show their learning through a project.

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I asked 3 students who received project assignments from different courses to prepare a graphic animation, Web design and database infrastructure for a website. They all come together after completing their own work
I will ask them to unite their work.

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My students are now working on a etwinning project related to marking Pi Day. They are very valuable and ambitious. Explore resources, create stories and quizzes, use web tools ...

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Project including human anatomy  and  physiology. Students work in pairs, different human system. After due time they present  their work to whole class.
Other students  need to take notes.
I use think, work in pairs and share technique.

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Soon my students are going to put on a theatrical play. They had to vote for their favourite one out of three. Putting on a play involves a lot of work, so I needed to allocate many responsibilities to different groups or pairs of students. Students had a say on their roles, on the direction and on the stage scenery, which they made on their own. We are all having so much fun!

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I had several project papers. I will describe one. For the math class I prepared a workbook about squared equation and the connection of untold solutions on coefficients. In the table, I set multiple quadratic equations with real coefficients. The students first wrote the C ++ programmatically solved quantization equation program, and then with that program they solved the syllables from the syllabus. The computer has always tested Viete's formulas in the program code for each task. They solved these solutions in the file and finally concluded that the sum and multiplication of the solution depends on the coefficients of the equation.
The work was remarkable, everyone was happy, satisfied and motivated for the next job. All tables and solutions have been applied to OneNote in Office365.

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We have story times that my students work in pair and each pair share one short story. We divide story into the parts and each individual is responsible of several different parts. They read their own parts and reflect and share what you remember. Then they visualize the scenes of each other’s parts to create a script book.

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YES, I have worked several times  according to the PBL  methodology, and I like it because the students have  fun, they develop autonomy, decison , negotiation  skills,  creativity and much more important they use the language ( grammar and vocabulary)  in a creative way, expressing themselves ; this mens that they have  a sense of ownership of their products,
well one of the project my students and I developed was about teenager and adult relationship, They were given sometexts to read so that they got the vocabulary useful to talk about reationship.
then each group ofno more than 4 students prepared a role play , each students have to play a different role; Mum, dad, Teacher, headmaster etc,, and they had to perform a problem they had had , or one of the typical arguments they have with adults.
The final product was, a podcast ,a blog where students wrote their problems with adults, asking for adivice.
two students have to write possible advice  to help the students . Finally a debate to sort out the best and more reasonable advices related to specific matters!
it was a hard work for me, but my students learnt s lot and were very happy and proud of their outputs.

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I'll describe a plan I did when I worked in an intercultural school but that I did not put in practise because I moved.

The lesson plan is aimed at reflecting on the meaning of diversity in a positive sense, to know students' backgrounds and daily habits while eating and to create a sense of being part of one big and colourful community of families and cultures.

The teacher tells the Ss they have to share an intercultural meal. For this reason every student will bring at school all the stuff they need.

The class is divided in 6 groups. Every group represents one of the different nationalities present in the class. The group will be composed surely by 3 Italian students and 1 foreigner (one composed by 4 Italians). Each group has to prepare the table according to the tradition of the different nationality they have.

Each group can use tablets or PCs to find images representing particular tableware they do not have actually and typical dishes of the six countries.

The groups prepare the 6 tables inside the class using all materials they have collected.

The 6 groups produce a presentation to show their materials to the class.

Each group listens the others' presentations and takes notes.

At home: each group, working on a Google document or in the class forum, prepares questions to interview the foreign parents about a typical recipe or tradition used in their country while eating (for example during religious festivals or birthdays, and so on). Then students prepare a Padlet (or Powtoon/Prezi/Power point presentation) showing what they have learnt by parents.

Quick listening to presentations

Guided by teacher’s questions, class comments the presentation and creates a map focusing on differences and similarities in table arrangement, dishes, particular rituals, if present, and food needed to prepare typical dishes.

Each student, by him/herself, reads his/her notes about the previous discussion

The groups are now mixed and not the same as before. They arrange materials needed and prepare their real table in which they can represent a typical dinner of the chosen country, including table arrangement and food (real or plastic copies, pictures, drawings) to show to the class teachers and parents.

In front of  other teachers and parents, the six groups present the setting they created in order to share what they experienced with the whole school community.

The whole community comments on the activity presented by students and gives an opinion (espressed, for example, in 1 to 3 stars). Teacher presents the ranking, which represents the time order in which the whole community can actually organize and share the 6 typical dinners.

The challenges of this project could stay in the timing and the effective participation of parents.

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I haven't implemented yet a project as large as the one described in the video. Unfortunately, we do not have laptops or computers in the classroom or a computer lab in the school. However, every day I try to make the learning activities as diverse and challenging as they can be. For example, when studying our native language I try to integrate words, information and fun facts about other subjects, we look online on my computer, we play computer games or board games in groups.

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I prepared a project like that. I use ebb and flow and math- moduler arithmetic.
The story is: The castle in London named Azkaban, Prisoner want to escape but they noticed that sometimes water is rising, sometimes ebbing. They want to learn when is rise, when is ebb. Students think that for prisoner and which time period they can escape. They observed the sea and work in groups and find the solution -water rise for 10 hours, after this, next 10 hours-. They make a plan and tomorrow which time can they escape the castle.  With computer programs such as excel, the teacher want them to find a function depans on hours. They could work in groups and think individually like this way.